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This paper aims to explore how social work students can support lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ+) young people in schools. Drawing on the reflective practice portfolio documents of four students who worked with LGBTQ+ young people in a school as part of a social workers in school (SWIS) student placement project, the article uses thematic analysis to identify how the students were able to support young people identifying as LGBTQ+. The article subscribes to a poststructuralist theoretical framework which sees gender and sexual identities as multiple, fragmented and constructed in relation to others and within the systems of knowledge and power that exist in schools. The article demonstrates the benefit to schools of having social work students on practice placement. The students' own reflections critically contemplate the way in which they were able to spend more prolonged periods of time with young people than the teachers could, both with individuals and LGBTQ+ groups. The students' reflective portfolios show the value of the school placements to their own development of knowledge and skills [ABSTRACT FROM AUTHOR]

Multicultural Feminist Mentoring (MFM) models have provided an important foundation to address the further need for conceptualizing a mentoring model that is specific to Asian/Asian American (A/AA) experiences. In this collaborative autoethnography, six researchers in three mentor-mentee dyads explored what it means to pursue Asian/Asian American feminist mentoring (A/AAFM), through dyadic and group interactive dialogues and collaborative analysis. A/AAFM can be conceptualized as anti-racist praxis, where each mentor attempted to consider mentoring as activism within academia, being grounded in values stemming from A/AA experiences and feminism. Results yielded a model of A/AAFM which emphasizes a convergence of multifaceted racial and cultural identities, feminist values, and activism. Three specific processes emerged: being holistic, relational, and mutual; a focus on community and intergenerational generosity; and intentional flattening of the power hierarchy. Implications for training and activism are discussed. [ABSTRACT FROM AUTHOR]

Effective socialization of nurses has led to positive outcomes for both hospitals and nurses, including higher retention and greater job satisfaction. The importance of faculty, preceptors, and patients in the socialization of nursing students has been documented extensively in the literature. The research presented in this article examines data from qualitative, longitudinal interview transcripts of 15 students as they progressed through a 2‐year nursing program to determine how these three types of influence socialize nursing students, and at which points in their education. Using multiple perspective qualitative longitudinal interviews, I interviewed participants every semester of nursing school about their experiences. From the data, these three parties have an impact at different points in their socialization, starting with faculty who socialize students to nursing school by helping them think like nurses. Next, preceptors can be barriers or facilitators of learning by demonstrating how to act like nurses and providing insight about how and why nurses may act the way that they do. Finally, patients help students put everything together by applying classroom lessons to clinical settings. The research concludes with implications for research, practice, and policy. [ABSTRACT FROM AUTHOR]

Medical shadowing helps provide clinical exposure to aspiring and current medical students, mainly at the college level. This paper makes a case for making medical shadowing opportunities more widely available for high school students. Through the perspective of a high school student who got such an opportunity, we demonstrate that high school students can gain valuable clinical knowledge and exposure to the ethics involved in patient care, inspiring them to explore further pathways that will help them make better-informed academic and career choices. This high school student provides pointers on preparing for medical shadowing encounters through background research and developing a note-taking template. We also offer early-career and experienced physicians' perspectives on how providing medical shadowing opportunities to high school students benefits practicing physicians by energizing their motivation, reaffirming their commitment to the profession, and gaining a fresh perspective on their work. We believe that medical shadowing for high school students can open channels to attract and motivate a young and diverse talent pool to the medical profession that will help mitigate the projected shortfall of physicians in the next decade. [ABSTRACT FROM AUTHOR]

This article presents and discusses findings from a qualitative study of Swedish adult education, with focus on meetings between counsellors and students and how counsellors translate and enact different expectations from policies and ethical guidelines, as well as from adult students. The results show that counsellors have an important role in the marketised and complex system of adult education in Sweden, both to guide people during the encounter with adult education and to guide and support them as students. A policy enactment emerges where counsellors are in conflict between different guidelines and are forced to compromise between the ethical ideal that they, as counsellors should always start from individual needs, and policy requirements concerning e.g. skills supply and labour-market integration. [ABSTRACT FROM AUTHOR]

Hospice and palliative medicine (HPM) educators must often give up the satisfaction of working one-on-one with patients, to allow learners the opportunity to practice key communication skills and form their own therapeutic bonds with patients. Though the loss of that primary relationship with patients may feel challenging, educators may find new opportunity for professional impact and satisfaction by investing in their relationship with learners. This case discussion explores the challenges of bedside teaching in HPM, including the educator's looser connection with patients, need to withhold their own communication skills, and decision of when to interject into a trainee–patient conversation. We then propose strategies to help educators find renewed professional fulfillment in the teacher–learner relationship. By partnering intentionally with learners before, during, and after shared visits, inviting informal reflection between encounters, and preserving independent clinical time, we believe educators may cultivate a more sustainable and meaningful clinical teaching practice. [ABSTRACT FROM AUTHOR]

Despite having worked in higher education for over twenty years, I am still, first and foremost, a practicing nurse. My employer requires me to be a nurse and my regulator regards what I do as nursing. My practice is regulated by the Code and informed by nursing ethics. If I am nurse, practicing nursing, does that mean that my students are my patients? This paper considers how the relationship that I have with my students can be informed by the ethics of the nurse/patient relationship. After some initial theoretical preparation concerning argument from analogy, the paper identifies some areas for comparison between the two relationships. Areas of similarity and difference identify two areas of concern: Nurse education and educators regularly engage in coercion and surveillance in an attempt to increase student success, both of which would be considered outside nursing ethics. It is concluded that these coercive practices are not conducive to an environment where character is cultivated. Despite current financial and workforce pressures, nurse lecturers and more especially their managers would do well to return to the professional ethics of nursing to question and guide their practice. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To acknowledge the need for trainee nursing associates to develop their understanding of person-centred mental healthcare • To recognise the benefits of involving mental health experts by experience (EBEs) in the education of nursing staff • To read about a project involving the development of long-term one-to-one relationships between trainee nursing associates and EBEs Stigma around mental illness persists in healthcare practice and education. This article details a project undertaken to develop long-term relationships and facilitate learning between trainee nursing associates and mental health experts by experience (EBEs). The project was evaluated using questionnaires and feedback from the students and EBEs involved. The relationships that developed between students and EBEs had many positive implications for students' future practice, with benefits including enhanced understanding of person-centred care, the importance and development of communication skills, holistic views of long-term conditions and increased motivation for undertaking a nursing role. The project also had benefits for the EBEs, such as reciprocal learning opportunities, employment experiences and improved health and well-being. The authors suggest that instead of didactic or one-off encounters with EBEs in education settings, long-term EBE involvement should be implemented. This could help to achieve sustainable reductions in the stigma around mental health and increase students' knowledge of mental health, mental illness and recovery. [ABSTRACT FROM AUTHOR]

The increasing arrival of unaccompanied immigrant youth to Europe has been challenging for established political and social interventions. A range of social and educational services have been developed to help young immigrants in their transition to adulthood and these programmes are often spaces where they can meet supportive adults. Twenty semi-structured interviews with unaccompanied immigrant youth residing in the Barcelona Metropolitan Area were carried out. This qualitative study explores the prevalence and role of natural mentors in their lives. Furthermore, we go deeper into the functions and dynamics developed through two relationships where young people shared in-depth explanations of their meaning for their lives. Our findings suggest that natural mentors provide various types of social support and social capital, which fulfil the emotional or educational needs of young people. Facilities and obstacles for building natural mentoring relationships are presented in order to provide social and political implications. We conclude that there is a need for providing services to reinforce or promote natural mentoring relationships for unaccompanied immigrant youth leaving residential care. [ABSTRACT FROM AUTHOR]

The aim was to describe and gain a greater understanding of the phenomenon "caringlearning space" based on the perspectives of patients, nursing students, and supervisors in clinical practice contexts. A general structure of the phenomenon "caring-learning space" was created based on essential structures from five empirical studies. The analysis is based on a reflective lifeworld research approach (RLR). The "caring-learning" space shows itself in terms of interpersonal relationships between patients, students, supervisors, and other actors in the care environment. It is first when the learning space is accepted as a part of caring, that a "caring-learning space" is created. A flexibility and a receptivity are seen where the learning is allowed to become visible and be integrated in the caring processes when caring and learning to interact. A caring-learning space is established by the patient being the focal point, but also a cocreator in caring as well as learning regardless of her/his health status. This entails that the "caring-learning space" exists when patients, students, supervisors and other healthcare professionals interact based on their ability and role in the space. [ABSTRACT FROM AUTHOR]

Palliative care and medical-legal partnership are complementary disciplines dedicated to integrating care to treat the whole patient and intervening before a legal or medical issue is at a crisis point. In this paper, we discuss the founding and operations of the Yale Palliative Medical Legal Partnership, give examples of typical cases, explain special considerations in this area of law, and propose areas for further research. [ABSTRACT FROM AUTHOR]

Background: Ensuring that students transition smoothly into the identity of a doctor is a perpetual challenge for medical curricula. Developing professional identity, according to cultural‐historical activity theory, requires negotiation of dialectic tensions between individual agency and the structuring influence of institutions. We posed the research question: How do medical interns, other clinicians and institutions dialogically construct their interacting identities? Methods: Our qualitative methodology was rooted in dialogism, Bakhtin's cultural‐historical theory that accounts for how language mediates learning and identity. Reasoning that the COVID pandemic would accentuate and expose pre‐existing tensions, we monitored feeds into the Twitter microblogging platform during medical students' accelerated entry to practice; identified relevant posts from graduating students, other clinicians and institutional representatives; and kept an audit trail of chains of dialogue. Sullivan's dialogic methodology and Gee's heuristics guided a reflexive, linguistic analysis. Results: There was a gradient of power and affect. Institutional representatives used metaphors of heroism to celebrate 'their graduates', implicitly according a heroic identity to themselves as well. Interns, meanwhile, identified themselves as incapable, vulnerable and fearful because the institutions from which they had graduated had not taught them to practise. Senior doctors' posts were ambivalent: Some identified with institutions, maintaining hierarchical distance between themselves and interns; others, along with residents, acknowledged interns' distress, expressing empathy, support and encouragement, which constructed an identity of collegial solidarity. Conclusions: The dialogue exposed hierarchical distance between institutions and the graduates they educated, which constructed mutually contradictory identities. Powerful institutions strengthened their identities by projecting positive affects onto interns who, by contrast, had fragile identities and sometimes strongly negative affects. We speculate that this polarisation may be contributing to the poor morale of doctors in training and propose that, to maintain the vitality of medical education, institutions should seek to reconcile their projected identities with the lived identities of graduates. How did new clinicians shape their identities during the pandemic? Twitter reveals a complex dialogue in which institutions tout heroism while interns express vulnerability. Bridging these identity gaps is key to nurturing the morale of doctors‐in‐training. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the prevalence of gender-based differences in disruptive behaviors (DBs) among trainee physicians to shed light on the extent and nature of the problem. Using a national cross-sectional design, data were collected through a web-based, self-administered questionnaire administered to post-graduate first-year (PGY1) and second-year (PGY2) residents participating in the General Medicine Intermittent Examination (GM-ITE). A total of 5,403 participants, representing a response rate of 71.9%, were included in the study. Of these, approximately 35% of residents reported encounters with DBs in the past year. A gender-based comparison revealed that 38.4% of male residents faced DBs from physicians, compared to 27.6% of their female counterparts (p < 0.001). Conversely, a higher proportion of male residents (35.8%) experienced DBs from nurses than did female residents (32.9%; p = 0.037). After adjusting for factors such as hospital size, hospital type, urban location, age, and PGY, male residents exhibited an increased likelihood of experiencing DB from both physicians (adjusted OR 1.59, 95% CI 1.40–1.81) and nurses (adjusted OR 1.17, 95% CI 1.03–1.32) relative to women. Moreover, the study provides valuable insight into the prevalence of various types of DBs experienced by trainee physicians, including disrespectful behavior, exclusion from patient discussions, and reprimands. Understanding and addressing the gender-based differences in DBs among trainee physicians is crucial for improving the educational environment and promoting respectful behavior in healthcare settings. These findings highlight the need for targeted interventions based on gender to mitigate the negative impact of DBs on patient care and the well-being of medical residents. [ABSTRACT FROM AUTHOR]

This innovative academic-practice partnership applied user-centered design, resulting in a new clinical model, the “Harm Prevention Partners Program.” The model engaged students working as teams with faculty to intervene on nurse-sensitive indicators by documenting care on a novel smartphone tool and generating an intervention dashboard to visualize impact. Faculty utilized the dashboard to guide postclinical debriefing and highlight students' impact on patient outcomes. [ABSTRACT FROM AUTHOR]

This study determined the relationship between mental distress and professional commitment among medical postgraduate students, and the roles of psychological capital as a mediator and the supervisor-postgraduate relationship as a moderator. This cross-sectional study recruited 836 medical postgraduate students from eight medical universities and the medical college of comprehensive universities in Guangdong Province, China. Participants were assessed through questionnaires, which covered demographic items, the supervisor-postgraduate relationship scale, the psychological capital questionnaire, the symptom checklist − 90 (SCL −90), and the professional commitment scale. We used descriptive statistics to describe demographics and mental distress and professional commitment scores. Pearson's analysis was used to identify correlations between the variables and the SPSS PROCESS macro was performed to confirm mediating and moderating effects of psychological capital and the supervisor-postgraduate relationship. Mental distress was negatively related with professional commitment (r = −0.262, p < 0.01) and psychological capital (r = −0.442, p < 0.01). Psychological capital was positively associated with professional commitment (r = 0.486, p < 0.01). The confidence interval (CI) suggested that psychological capital mediated the relationship between mental distress and professional commitment (95% CI, −0.198 to − 0.143), and the supervisor-postgraduate relationship had a moderate role between psychological capital and professional commitment (95% CI, 0.069 to –0.212). Hence, educators may refer to these findings to improve professional commitment level among medical postgraduate students. [ABSTRACT FROM AUTHOR]

Globally, the social work profession seeks to empower and support vulnerable groups during the COVID-19 pandemic. These roles and responsibilities seem to be lagging in Africa as the potentials of social workers are underutilized in many areas of practice including the hospital setting. Given the contributions of medical social work, this article highlights the roles of social workers in healthcare delivery amid the COVID-19 pandemic. In addition, it emphasizes the challenges of medical social work. Since healthcare delivery requires collaboration, suggestions are made regarding ways to incorporate medical social work in healthcare settings for optimal healthcare delivery. [ABSTRACT FROM AUTHOR]

Remote consulting has become part of the medical student clinical experience in primary care, but little research exists regarding the impact on learning. To describe the experiences of General Practitioner (GP) educators and medical students in using student-led remote consultations as an educational tool. A qualitative, explorative study conducted at four UK medical schools. GP educators and medical students were purposively sampled and interviewed. Nine themes arose: practical application, autonomy, heuristics, safety, triage of undifferentiated patients, clinical reasoning, patient inclusion in student education, student–patient interaction, and student–doctor interaction. Remote consulting has become part of the clinical placement experience. This has been found to expose students to a wider variety of clinical presentations. Verbal communication, history-taking, triage, and clinical reasoning skills were practised through remote consulting, but examination skills development was lacking. Students found building rapport more challenging, although this was mitigated by having more time with patients. Greater clinical risk was perceived in remote consulting, which had potential to negatively impact students' psychological safety. Frequent debriefs could ameliorate this risk and positively impact student–doctor relationships. Student autonomy and independence increased due to greater participation and responsibility. Pre-selection of patients could be helpful but had potential to expose students to lower complexity patients. Practice points Remote consulting confers unique educational benefits. Remote consulting can help develop history-taking and communication skills, as well as clinical reasoning skills. The psychological safety of the student and the supervisory risk of the tutor can be impacted by remote consulting, but frequent debriefs between the student and tutor can help mitigate this risk. Learning how to conduct remote, and face-to-face consultations is important in medical education. [ABSTRACT FROM AUTHOR]

AIM The aim of this study was to investigate programs throughout the United States for seamless academic progression from associate degree nursing (ADN) to baccalaureate degree nursing programs (BSN). BACKGROUND Seamless academic progression has been shown to have a positive effect on increasing the proportion of BSN nurses. Goals to increase the number of BSN-prepared nurses have not been met. METHOD A qualitative descriptive study was conducted to assess how nurse administrators of ADN programs move toward seamless academic progression for students. RESULTS Three themes that described the current state of seamless progression emerged from the data: a) ongoing communication between program leaders, students, and stakeholders; b) development of pathways that enable seamless academic progression; and c) stakeholder influence on academic progression. CONCLUSION Administrators who participated in this study shared that their progression programs were in the early developmental stages. [ABSTRACT FROM AUTHOR]

Supervision is a key element to the development of ethical skills and awareness in rehabilitation counselors. Ethical standards specific to rehabilitation counselor educators and supervisors were first introduced in 2002 and updated in 2010 and 2017. This article discusses supervision and professional dispositions as constructs that were used to help frame the revision process and outlines some of the key change to Section I. (Supervision, Teaching, and Training) of the Code of Professional Ethics for certified rehabilitation counselors. In conjunction with the revision process, special considerations for multicultural competencies have been strengthened throughout Section I, as well as specific requirements for the measurement and assessment of professional dispositions in educational settings. The article helps to inform and guide supervisors, trainers, and educators as they review Section I and consider their role in the development of ethical skills in those they supervise and their own respective practice. [ABSTRACT FROM AUTHOR]

Attachment theory has been used to explain supervisee/supervisor bonding in clinical supervision, but research on these constructs has been mixed. To test the extent to which supervisee attachment strategies relate to the supervisory relationship, the authors conducted a meta‐analysis of 19 published research studies on supervisee attachment from 1998 to 2022. Supervisee attachment strategies produced a small but statistically significant effect on the supervisory relationship (R2 = 0.052). We discuss this finding in the light of previous mixed results, including that the supervisory relationship may not be characterized by a full‐blown attachment bond. We recommend additional areas of research on attachment in supervision and highlight additional supervisory models to conceptualize and study the supervisory relationship. [ABSTRACT FROM AUTHOR]

Objective: To investigate student supervisor experiences of supervising students on clinical placements since the onset of the COVID‐19 pandemic. Background: Studies on the impact of COVID‐19 on student clinical placements have focused largely on student reports and have been specific to individual professions or topic areas. There is a need to investigate student supervisor experiences. This study was conducted in Queensland (Australia) in four regional and rural public health services and four corresponding primary health networks. Methods: The anonymous, mixed methods online survey, consisting of 35 questions, was administered to student supervisors from allied health, medicine, nursing and midwifery between May and August 2021. Numerical data were analysed descriptively using chi‐square tests. Free‐text comments were analysed using content analysis. Results: Complete datasets were available for 167 respondents. Overall trends indicated perceived significant disruptions to student learning and support, plus mental health and well‐being concerns for both students and supervisors. Extensive mask wearing was noted to be a barrier to building rapport, learning and teaching. Some positive impacts of the pandemic on student learning were also noted. Conclusions: This study has highlighted the perceived impact of the pandemic on supervisors' mental health, and on the mental health, learning and work readiness of students. This study provides evidence of the pandemic impacts on student clinical placements from a supervisor point of view. Findings can assist in future‐proofing clinical education and ensuring that students continue to receive learning experiences of benefit to them, meeting curriculum requirements, in the event of another pandemic. [ABSTRACT FROM AUTHOR]

Introduction: People with disabilities are underrepresented in health professions education and practice. Barriers for inclusion include stigma, disabling discourses, discriminatory programme design and oppressive interactions. Current understandings of this topic remain descriptive and fragmented. Existing research often includes only one profession, excludes particular types of disability and focuses on one aspect of the career journey. To expand understanding, we examined the recurrent forms of social relations that underlie the participation of disabled individuals in learning and practice contexts across five health professions. Method: We analysed 124 interviews with 56 disabled health practitioners and students. Participants were interviewed up to three times over 1.5 years. Using constructivist grounded theory, authors used a staged analytic approach that resulted in higher level conceptual categories that advance interpretations of social processes. Finally, the authors compared and integrated findings among students and practitioners. Results: Participants experience challenges to their sense of legitimacy and belonging as health providers. They describe tensions within the health education and practice between the commitment to inclusion and the day‐to‐day realities experienced by disabled participants. We identified six distinct, but related, conditions underlying these tensions: (i) validity and transparency of competencies' evaluation; (ii) the social and physical contexts; (iii) integration of inclusive practices; (iv) boundaries between personal and professional identities; (v) vulnerability to authority figures; and (vi) dynamic person‐level factors. Discussion: If we are to commit to health practitioners and students with disabilities experiencing an overall sense of legitimacy and belonging, priority needs to be given to system‐level practices and policies to support inclusion. Attention to the day‐to‐day marginalisation of students and practitioners with disabilities in the health professions is also needed. Additionally, inclusive and transparent delineation of competency requirements is needed. Finally, educational actions are needed to increase understanding of disability in the health professions, with particular attention to promoting social relations that foster collective responsibility for supporting inclusion. The authors demonstrate how priority needs given to system‐level practices and policies that support inclusion if practitioners and students with disabilities are to experience a sense of legitimacy and belonging. [ABSTRACT FROM AUTHOR]

This paper analyses professional approaches to supporting the spirituality of children and adolescents in vulnerable situation, in the daily life of socio-educational centres. A concurrent mixed method design research project is presented with data gathered using a Questionnaire on Inwardness for Professionals working with Teenagers and Children (Cuestionario de Interioridad para Profesionales de Adolescencia e Infancia-CIPAI) created ad hoc for the project. The study was carried out in the XACS network (Social Educational Centres Network) made up of 23 non-profit centres from Barcelona (Spain). Answers were received from 128 professionals, making up 64.6% of the total number of replies, and from 14 centres, representing 61% of the centres. Conclusions: The professionals state that spirituality is worked on cross-cuttingly in the centre's educational programme. Most of the activities for working on an inner life that they consider successful incorporate mediating elements that assist in the expression of more abstract ideas or feelings. [ABSTRACT FROM AUTHOR]

Individuals who want to earn a doctoral degree aim to change or develop their careers. Some potential doctoral students have a clear goal to pursue a doctoral degree, some are uncertain if they can manage the rigor associated with a doctorate program, and others might have already been involved in their program. This article aims to provide insights and strategies for current and future doctoral students in physical education teacher education (PETE) during their doctoral journey. The article provides top ten tips to help current and prospective PETE doctoral students to be successful. [ABSTRACT FROM AUTHOR]

For Trudi Gibson, securing her dream nursing job began even before her placement. As an adult nursing student at King’s College London, she opted into the university’s community circuit, where around half of her placements were community-based. [ABSTRACT FROM AUTHOR]

The article addresses the issue of microaggressions and racism in the medical field, which impacts ethnic minority students. Topics include the introduction of a training programme to empower medical students to respond effectively to microaggression and racism during clinical placements, and lessons learned from the training programme including creating safe spaces, empowering student allies, and amplifying under-represented voices.

In this commentary, Miller and Stalmeijer use the concepts of supportive and collaborative interdependence to advocate for an interprofessional perspective on workplace learning. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the effect of two AAC technologies on indices of happiness for school-age children with multiple disabilities during interactions with their school speech-language pathologists. The study applied a post host secondary analysis of a previously completed single-subject alternating treatment design study including three school-age children with multiple disabilities. The study compared two AAC technology treatment conditions, one high-tech and one low-tech. The secondary analysis revealed that the children displayed more indices of happiness when interacting in the high-tech AAC condition than the low-tech AAC condition. Nonoverlap of all pairs (NAP) calculations estimated a medium or large effect of AAC mode for the participants. This study is limited in scope and by its use of post hoc analysis, but it adds to existing evidence suggesting the benefits of high-tech AAC intervention using personalized color photos, mobile technology, and voice output for school-age children with multiple disabilities. It also shows the potential of indices of happiness to inform clinical decision making for children with multiple disabilities. Future research should continue to evaluate the comparative effects of differing technologies and instructional strategies on indices of happiness to maximize opportunities for communication and language learning. [ABSTRACT FROM AUTHOR]

The project "Mental Wellbeing" at the Free University of Berlin offers psychological counseling for students and staff. Due to the effects of the Covid-19 pandemic, many young adults are struggling with mental illnesses. The project provides easily accessible counseling at ten locations on campus. The advantages and disadvantages of decentralized counseling compared to centralized counseling are discussed. The project aims to develop preventive measures that are closely linked to life and work in the departments. Support points have been set up where psychologists offer counseling sessions and group events. The offer is mainly aimed at students but is available to all members of the Free University of Berlin. Since October 2022, approximately 400 people have already used the service. The project offers support for various mental stressors in student life, such as procrastination, pressure to perform, and uncertainty. Events and workshops on the psychological backgrounds of writer's block and exam anxiety are also offered. The project collaborates with various departments and also provides training for lecturers and student mentors and tutors. The team consists of 11 employees and shows a lot of commitment. The project has successfully established itself in the first months and is appreciated by students and staff. There are regular team meetings, supervision, and project days to strengthen cohesion and exchange among psychologists. The project plans to consider the needs of students and staff and offer various activities, such as lecture series and training. It is also being discussed how the project can be continued after the current funding. The article emphasizes the importance of clear role definition and close integration with the departments for trustworthy and independent counseling. [Extracted from the article]

Background: Sport-related concussions (SRCs) affect millions of adolescents and young adults annually in the USA; however, current SRC consensus statements provide limited guidance on academic support for students within higher education. Objective: To generate consensus on appropriate academic recommendations for clinicians, students, and academic stakeholders to support university students during their recovery. Methods: Panelists participated in three stages of a modified Delphi procedure: the first stage included a series of open-ended questions after reviewing a literature review on post-SRC return-to-learn (RTL) in higher education; the second stage asked panelists to anonymously rate the recommendations developed through the first Delphi stage using a 9-point scale; and the final stage offered panelists the opportunity to change their responses and/or provide feedback based on the group's overall ratings. Results: Twenty-two panelists including clinicians, concussion researchers, and academic stakeholders (54.5% female) from 15 institutions and/or healthcare systems participated in a modified Delphi procedure. A total of 42 statements were developed after round one. Following the next two rounds, 27 statements achieved consensus amongst the panel resulting in the four-stage Post-Concussion Collegiate RTL Protocol. Conclusion: There are several unique challenges when assisting university students back to the classroom after SRC. Explicit guidelines on when to seek additional medical care (e.g., if they are experiencing worsening or persistent symptoms) and how to approach their instructor(s) regarding academic support may help the student self-advocate. Findings from the present study address barriers and provide a framework for universities to facilitate a multidisciplinary approach amongst medical and academic stakeholders. [ABSTRACT FROM AUTHOR]

Aim and Objectives: The aim of this study was to investigate current advanced practice Masters students' experience of clinical supervision, to explore how clinical supervision works in practice and to identify students' perceptions of the facilitators and barriers to clinical supervision in their workplace. Background: Advanced practitioners, and in particular nurses, play a pivotal role in delivering health care across acute and primary care settings. These non‐medical professionals fulfil a rapidly expanding proportion of roles traditionally undertaken by medically qualified staff within the National Health Service in the United Kingdom and often lead specialist clinics and services. To prepare for the advanced practice role, individuals are required to undertake a Master's in advanced practice to develop the required skills and knowledge and work in clinical practice with a clinical assessor/supervisor to demonstrate competence and performance. Design: A mixed method study using an online descriptive cross‐sectional survey and qualitative data were collected via focus groups and has been reported using the Good Reporting of a Mixed Methods Study checklist. Results: A total of 79 students completed the online survey (from 145 AP students), a response rate of 55%. Most respondents were nurses (n = 73) with 49 (62%) in a formal advanced practice trainee role, and the majority believed their clinical supervisor had a good understanding of advanced practice and the advanced practice role. Two focus groups were held with 16 participants in total. Thematic analysis revealed five themes: (a) perceived level and amount of support from clinical supervisors, (b) skill level of clinical supervisors, (c) physicians and their perceptions on supervising, Advanced practitioners (d) clinical supervisors' preparation for the role and (e) transition from trainee to qualified advanced practitioner. Conclusion: The survey revealed that advanced practitioner students perceived that clinical supervisors and workplace colleagues had a good understanding of the advanced practice role with good levels of support in practice. A more coherent approach is required for clinical supervision and an implementation framework that can be formally evaluated. Relevance to clinical practice: Several significant barriers to clinical supervision for advanced practitioner students were identified, and there are currently more barriers (including COVID‐19) than facilitators. [ABSTRACT FROM AUTHOR]

Exposing medical student cohorts to the lived reality of uncertainty and complexity experienced by GPs is challenging to achieve. We present a novel teaching concept: 'Challenge GP' designed for early years students. Gamification methodology is used to reproduce key elements of the 'duty GP' experience in a classroom setting where working in teams, students play a competitive card game. Cards drawn at random pose scenarios based on practical, logistical, and ethical dilemmas of a duty doctor surgery. Each team discusses whether to score by reporting a decision or play special cards to pass the dilemma onto, or collaborate with, another team. Answers are facilitated and scored by a GP tutor. Student feedback demonstrated highly effective learning for clinical reasoning, risk management and problem-solving. Students were exposed to the uncertainty and complexity of real-life medicine. Gamification, through competitiveness, increased task engagement. Students learned the value of working in teams under time pressure and grew in confidence by sharing knowledge in a safe environment. Students were enabled to think, feel and practise as real-life clinicians. This became a powerful force in contextualising their theory-based knowledge, aided understanding of the GP role and opened their eyes to a possible career in general practice. [ABSTRACT FROM AUTHOR]

The article presents the discussion on gun control. Topics include tragedy reignited attention toward school violence and the need for school resource officers (SROs) being adequately trained to perform their responsibilities; and school violence are far-reaching and include cognitive, emotional, and physical effects.

The training relationship between sport psychology professionals (SPPs) and their students is a critical aspect of graduate training. Maintaining ethical, appropriate boundaries within training relationships is imperative, as boundary crossings can have deleterious effects on students. SPPs (N = 152) and Sport Psychology graduate students (N = 165) completed The Survey of Applied Sport Psychologists to explore their experiences and perceptions of sexual attractions and boundary crossings within training relationships. Nearly 30% of SPPs acknowledged sexual attractions toward their students, yet few students (8.5%) perceived such attractions. Compared to the SPPs, the students reported higher levels of anxiety regarding the SPP's attraction toward them; both groups reported infrequent use of supervision for this attraction. Nine students and 13 SPPs reported engaging in sexual behaviors (e.g., kissing, dating, intercourse) with the other. Within the larger sample, the three most common nonsexual boundary crossings were becoming social friends, attending social gatherings, and the SPP initiating nonsexual touching. Both groups are advised to engage in ongoing monitor their behaviors, receive training specific to ethics within training relationships, and seek consultation/supervision to ensure appropriate boundaries remain intact. [ABSTRACT FROM AUTHOR]

The article presents a study which examined assessment practices of school psychologists and the role of clinical judgement when evaluating Black students for special education eligibility. Topics discussed include outcome that has been extensively linked to unfair assessment practices, contributing factors that impacted the test performance of Black students, and theoretical framework selected to explore the role of clinical judgement when conducting psycho-educational evaluations.

Students' experiences of the clinical learning environment are crucial to learning and professional development. Earlier research using the Undergraduate Clinical Education Environment Measure shows that students' perceptions of supervision vary significantly between undergraduate programs, with physiotherapy students scoring higher than other students. We explored physiotherapy students' experiences of supervisors' preparedness, familiarity with learning outcomes, and supervision practices during their first clinical placement. Individual semi-structured interviews were conducted with 13 physiotherapy students. The interviews were analyzed using qualitative content analysis according to Graneheim and Lundman. Within the latent theme A coherent whole throughout the placement, three manifest categories were found: Establishing a relationship, Fostering active participation, and Cultivating outcome-based learning. The students valued a supervisor who was prepared for the initial meeting and wanted to establish a relationship. When the students experienced a sense of trust, they dared to ask questions. The supervisors encouraged students to move beyond the one-to-one relationship and cooperate with others in the community to develop autonomy. Self-assessment enabled the students to identify their own learning needs and enhanced the possibility of achieving intended learning outcomes. The supervisors repeatedly returned to the learning outcomes. Physiotherapy students highly regarded supervisors who established a relationship and fostered active participation by being available, promoting student autonomy, and encouraging cooperation in the community. The continual use of intended learning outcomes helped students identify their learning needs and achieve the outcomes. [ABSTRACT FROM AUTHOR]

The study aims were to evaluate the emotional well-being of nursing students in Jordan by measuring student levels of anxiety, depression, behavioural control, positive affect, and general distress, and to identify predictors of emotional well-being in nursing students. Owing to a unique number of stressors, nursing students have been shown to experience high levels of stress. This stress may impact their learning, physical health, and mental health, as well as lead to burnout and potentially self-harmful behaviours. Identifying the predictors of psychological distress among nursing students is therefore critical. A descriptive cross-sectional survey design was utilised. The Mental Health Inventory (MHI-38) was administered to a convenience sample of nursing students (n = 230) from a university in Jordan. Multiple regression analysis was performed to determine predictors of psychological distress and well-being. In presenting this research, the STROBE checklist was followed. Nursing students had higher levels of psychological distress and moderate levels of emotional well-being. Nursing students scored high on general positive affect; however scores on domains related to the loss of behavioural/emotional control and anxiety were also high. A significant proportion of nursing students within this study were experiencing psychological distress. This study may be the first to evaluate the emotional well-being among nursing students in Jordan. Research evidence can inform decision makers in that they devise strategies and interventions that aim to build students' coping skills and promote emotional well-being. [ABSTRACT FROM AUTHOR]

Aim: To analyze the concept of systems of communication in school nurse‐led care coordination to develop an operational definition that will inform intervention development. Background: Communication has been identified as an essential attribute in care coordination. However, previous concept analyses of care coordination did not clearly define systems of communication or consider the context of school‐based care coordination. Defining and conceptualizing systems of communication has important implications for improving school nurse‐led care coordination. Methods: Concept analysis was conducted using Walker and Avant's eight‐step concept analysis method. The literature was searched to identify supporting literature that was analyzed using the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses checklist. Results: Systems of communication in school nurse‐led care coordination can be defined as systems wherein care team members, led by the school nurse, collaborate by communicating information and knowledge through an individualized healthcare plan that is student/family‐centered and shared through information systems. Attributes require developing an individual health plan that incorporates care coordination needs, information sharing with student/family consent, and a clear delineation of team member roles. Consequences include student/family outcomes, team member knowledge, and efficiency and accuracy of information. Conclusions: Concept clarification and a synthesized definition allow for more effective measurement development for effective communication in school nurse‐led care coordination. Students with healthcare needs in the school environment require systems of communication that efficiently work toward school nurse‐led care coordination that addresses the student's health and academic outcomes. [ABSTRACT FROM AUTHOR]

School leaders' experiences and perceptions of students' domestic violence experiences and trauma-informed school interventions have been overlooked. This semi-structured qualitative study aimed to investigate three areas regarding school leaders' perceptions regarding domestic violence-exposed students: 1) the experiences of school leaders in dealing with these students; 2) the barriers and strengths associated with managing these students; and 3) school leaders' recommendations for overcoming any barriers related to this issue in schools. Interviews conducted with 15 school leaders were analysed using thematic analysis. School leaders were found to be instrumental in influencing school culture and support systems surrounding students' exposure to domestic violence. However, school leaders provided mixed reports regarding the adequacy of resources for domestic violence-exposed students. Recommendations suggested by school leaders included more domestic violence specific training for school staff and training delivery methods that were more sensitive for staff who have personal experiences with domestic violence. School leaders expressed great concerns for teachers, particularly less experienced teachers, regarding their knowledge and skills to assist students who disclose family violence. [ABSTRACT FROM AUTHOR]

Background: There are still concerns about the effectiveness of clinical education models which are done with the aim of reducing the theoretical-practical gap in nursing. In this article, we intend to describe an innovative model to create an integration and structured relationship between educational and healthcare provider institutions. The basis of this work is the full-time presence of nursing teacher in the clinical settings and the development of their role to improve the education of students and nurses and the quality of nursing services. Methods: This was a participatory action research. This action research was implemented in four steps of problem identification, planning, action and reflection. Interviews, focus groups and observation were used for the qualitative part. Clinical Learning Environment Inventory (CLEI), Job Satisfaction in Nursing Instrument questionnaires and Patient Satisfaction with Nursing Care Quality Questionnaire were completed before and after the study. Qualitative content analysis, paired and independent t test were used for data analysis. Results: The academic-practice integration Model of TPSN is a dynamic and interactive model for accountability in nursing Discipline. Unlike the medical education model that includes patients, students, and physicians as the three points of a triangle, this model, which is shaped like a large triangle, places the person in need of care and treatment (patient, client, family, or society) in the center of the triangle, aiming to focus on the healthcare receiver. The model consists of three components (Mentoring component, Preceptorship component, and integrated clinical education component). Each of the components of this model alone will not be able to eliminate the ultimate goal of bridging the theory-practice gap. Conclusions: A new and innovative model was proposed to reduce the theory-practice gap in the present study. This model increases the collaboration between educational institutions and healthcare settings compared with the previous models. The TPSN model helps students, nurses, and nursing instructors integrate theoretical knowledge with clinical practice and act as professional nurses. [ABSTRACT FROM AUTHOR]

An editorial is presented on way to foster these mentorship experiences is through student mentored research, which typically involves a faculty researcher overseeing and/or including undergraduate student involvement in the research process. It outlines the aid faculty in undergraduate student mentored research by sharing some insights that each of us have discovered in our own unique faculty positions.

This study aimed to investigate the mediatory role of emotional control with respect to the control of anger, depression, and anxiety in the relationship between positive orientation and tiredness/fatigue occurring in a group of Polish nursing students during the COVID-19 pandemic. The study included 894 nursing students from six universities in Poland. A diagnostic survey was applied as the research method, and the data were collected using the Fatigue Severity Scale (FSS), the Courtauld Emotional Control Scale (CECS) and the Positive Orientation Scale (SOP). The mean participant age was 20.73 years (SD = 1.81). More than half of the students in the study showed a low level of positive orientation. Correlational analyses revealed a significant negative correlation between positive orientation and tiredness/fatigue experienced by the students participating in the study (r = −0.336; p < 0.001), and correlation between positive orientation and the overall emotional control index (r = −0.317; p < 0.001), and the indices of control of anger (r = −0.154; p < 0.01), depression (r = −0.376; p < 0.001), and anxiety (r = −0.236; p < 0.01). Analysis of the results also revealed the occurrence of significant, positive links between the controlled emotions and their components and the tiredness/fatigue experienced by nursing students. It is important to take action associated with the prevention of tiredness/fatigue among students and to reinforce a positive orientation and the capacity to control emotions to effectively minimize the effects of the COVID-19 pandemic on nursing students. [ABSTRACT FROM AUTHOR]

Youth referred to mentoring programs vary considerably in the range and severity of difficulties (i.e., behavioral, internalizing, social and academic) and environmental challenges they face. However, their patterns of risk and corresponding consequences for mentoring have rarely been investigated. This study draws on data for youth participants in 30 mentoring programs (n = 2,165, 55.1% females) to examine patterns of presenting challenges. Four profiles emerged using three-step latent profile analyses. Profiles with more intensive symptoms were associated with more environmental stressors. Moreover, there were significant differences between profiles in youth-perceived relationship attributes, including closeness, youth-centeredness, growth focus and mentor-mentee relational health. The profile with the highest externalizing and social challenge indicators scored the lowest across these four relational indices. The results highlight variability of youth risk at baseline, and its differential impact on mentoring relationship outcomes. Implications for mentoring programs are discussed. [ABSTRACT FROM AUTHOR]

This brief report explores the relationship between professional psychology trainees' perceptions of the supervisory working alliance with their supervisor, their perception of their supervisor's self-disclosure, and their own willingness to disclose in supervision. Trainee perception of the working alliance significantly predicted their willingness to self-disclose in supervision; by contrast, their perception of supervisor self-disclosure did not. Although supervisors believe that their self-disclosure will lead to increased disclosure from supervisees, our findings suggest a more ambiguous relationship. Further research on supervisor and supervisee self-disclosure is needed to better understand the nuances of the supervisory relationship. Implications for practicing supervisors are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to establish leading coaching practices for wheelchair sports, examine if wheelchair sports coaches face more challenges than nondisabled sports coaches, and measure the awareness of a player's mental health while participating in sports. This study surveyed currently practicing wheelchair basketball coaches registered with the National Wheelchair Basketball Association (NWBA). The survey was sent to 250 coaches registered with the NWBA. Of the 250, 16 responded to the survey for a 6% return rate. All participants stated that coaches should be educating their players (n = 16; 100%). The responses for other coaching characteristics are: constructive (n = 14; 87.5%), encouraging (n = 14; 87.5%), supportive (n = 13; 81.3%), compassionate (n = 12; 75%), strong time-management skills (n = 12; 75%), tough (n = 10; 62.5%), criticize players (n = 3; 18.8%). The preliminary findings should help therapeutic recreation professionals and sport practitioners better design and conduct programs with adaptive sports coaches to recognize athletes' mental health. [ABSTRACT FROM AUTHOR]

Objective To examine how students would describe their communication exchanges with college health professionals on a university campus and also how students perceived those exchanges to be effective health communication. Participants: 48 participants completed the online survey. Methods: An open-ended questionnaire was utilized to collect data. Thematic analysis technique was used to analyze the data. Results: The analysis yielded six themes that emerged from participants' responses: clear communication, instruction, listening, friendliness, immediate feedback, and professionalism. Conclusions: The findings show that students' understanding of efffective health communication differs. Therefore, college health professionals should be cognizant of these differences when communicating with students who access health services on university campuses. [ABSTRACT FROM AUTHOR]